Early Childhood Teacher Education Research Articles

Family Engagement Practices in a Public Pre-Kindergarten Program: Variation by Program, Classroom, and Staff Characteristics

ABSTRACT Family engagement is considered a key component of preschool program quality, and early childhood education teachers and programs are increasingly expected to engage families in their programs. However, there is limited knowledge on what strategies preschool programs use to engage families and how these family engagement practices vary across programs. This study uses survey data collected from public pre-kindergarten program administrators and teachers in a mid-sized, urban school district to describe various types of family engagement practices and to examine associations between family engagement practices and pre-K program, classroom, and staff characteristics. We also conduct thematic analysis of open-ended survey responses to triangulate and complement our quantitative findings and to provide insight into teachers’ and administrators’ perceived barriers and facilitators of family engagement. We find that teachers frequently communicated with parents and provided involvement opportunities. Programs also provided various referrals and family support services. Family engagement practices were associated with staff’s professional training and classroom and program characteristics. Our findings highlight the importance of considering program structure, such as half- versus full-day program, and the importance of teachers’ knowledge and training in family engagement for shaping preschool programs’ family engagement practices.

Fostering Safe Schools: Empowering Educators and Parents in the Fight Against Violence in Early Childhood Education Setting

Bullying was a concerning issue among pre-schoolers within kindergarten settings, though its definition remained debated. This research’s aim is to uncover the forms of bullying, its causes, and impacts on children, as well as the intervention programs implemented by early childhood education teachers. This research engaged 87 teachers in anti-violence training, collecting data via bullying worksheets and interviews with 18 preschool teachers. The results showed that in early childhood education, verbal bullying involved the use of degrading words, while physical bullying included actions that hurt the victim's body. Relational bullying impacted social exclusion, whereas emotional bullying focused on hurting the victim's feelings. Internal causes included aggressive tendencies and low social values, while external causes included negative environmental influences and upbringing. Victims experienced depression, isolation, and learning disorders. The abuser might lose empathy, have difficulty forming relationships, and show aggressive behavior in the future. Teachers communicated openly with perpetrators and victims to help understand the root causes of behavior and provide emotional support. Follow-up actions taken by early childhood education institutions included counseling, developing empathy and social skills, strengthening positive values, and creating a safe environment. Parental involvement through education and open communication was also an important factor in creating a conducive environment for positive child development and preventing bullying.

Design and Content Validity of Health Games for children with Atopic Dermatitis

Objective: The success of managing atopic dermatitis (AD) largely depends on patient adherence to treatment. Achieving adherence requires more than knowledge transfer; it also requires a change in patients’ health behavior. Therefore, we conducted this study to develop and validate the content of health games for the pediatric population with AD. Methods: This study focused on developing and validating the content of health games about AD. Among these were the book Oli e o Grande Desafio da Coceira™ (“Oli and the Great Itching Challenge”) and the games Dermatrilha™ (“Dermatrail”) and Caixinha Surpresa da Dermatite™ (“Dermatitis Surprise Box”). The instrument development process consisted of five stages: planning of the instruments, development of the instruments, development of content validation questionnaires, evaluation by an expert committee, and a pre-test with the target audience. Results: The expert committee comprised 20 professionals: 5 pediatric dermatologists, 5 hospital psychologists, 5 illustrators/designers, and 5 early childhood education teachers. The target audience comprised 25 children with AD aged 5 to 12 years. The content validity index was 0.94 in the evaluation by the expert committee and 0.95 in the evaluation by the target audience. Among the games, the general content validity index was 0.95 among the members of the expert committee and 0.92 among the target audience, being higher than 0.80 for all items. Conclusion: The health games evaluated in this study are useful psychoeducational tools with high content validity for use in the therapeutic education of children with AD.

Mathematical Knowledge of Early Algebra Exhibited by Pre-Service Early Childhood Education Teachers

AbstractThis study analyzes the mathematical knowledge to teach early algebra exhibited by pre-service early childhood education teachers, from the perspective of the Mathematical Knowledge for Teaching (MKT) model. The research adopts a mixed exploratory-descriptive methodological approach, based on the application of the MKT-early algebra questionnaire (3–6), consisting of six open-ended items that place teachers in various teaching situations reflecting the knowledge that characterizes early algebra at this stage of schooling. The analysis of the answers given by the pre-service teachers of early childhood education revealed a level general of insufficient mathematical knowledge, with the common content knowledge exhibiting fewer limitations compared to the other subdomains that comprise the model, and the horizon content knowledge the weakest. We conclude that it is necessary to offer teacher training programs that deepen the didactics of early algebra and provide tools to further the effective teaching of this content block in early childhood education.

Souring palatable formations in DAP: Toward unfamiliar relations with child development in early childhood teacher education

ABSTRACT Drawing upon Ahmed’s (2006) analysis of how institutional documents become nonperforming, this article argues that teacher education must create opportunities for emerging educators to grapple with the pedagogical consequences of understanding the fourth edition of Developmentally Appropriate Practice in Early Childhood Programs (2022) as a nonperforming text. I contend that as DAP works to moderate universalising developmental knowledges in the name of fostering social justice, DAP reproduces taken-for-granted epistemological relations and hierarchies that maintain dominant understandings childhood and early childhood education. First, I position DAP as a nonperforming text and articulate a mode of nonperformance specific to early childhood education: palatability, built of a rhetoric of childhood innocence and a politics of niceness. I then show how two of DAP’s formations of child development enact nonpeformativity through palatability, illustrating how DAP reiterates status-quo connections between child development and early childhood education. To conclude, I propose souring palatability as a proposition that emerging educators might speculate and experiment with while engaging with DAP.

Preschool teachers’ perceptions of STEAM-based learning in Banda Aceh

The purpose of this study was to identify early childhood teachers' perceptions of STEAM-based learning. This qualitative research will be analyzed descriptively, and semi-structured interviews with open-ended questions will be conducted with four early childhood education (ECE) teachers in Banda Aceh. The findings show that ECE teachers' perceptions of STEAM-based learning techniques have a high potential to be implemented in Banda Aceh City ECEs, as the respondents have used aspects of STEAM in their learning. Teachers' lack of knowledge of STEAM-based learning approaches and procurement of materials and funds to fulfil STEAM learning needs are barriers to integrating STEAM in ECE institutions in Banda Aceh. More STEAM socialization and STEAM learning implementation training is needed for ECE teachers in Aceh in general.

Enhancing Early Childhood Educator's Digital Competencies through AI-Powered Learning Modules (AI-PEL) Training Program

Purpose – Digital skills among educators are becoming increasingly important and essential for creating interactive and relevant learning experiences. However, many teachers are still unprepared to fully integrate technology into their teaching and need to improve their understanding of AI technology to support the learning process. This study aims to determine the effectiveness of improving the digital skills of early childhood education (ECE) teachers through AI-Powered Learning Modules (AI-PEL) training. Design/methods/approach – This research employs a quantitative approach with a quasi-experimental method to evaluate the effectiveness of AI-Powered Learning Modules (AI-PEL) training for Early Childhood Education (ECE) teachers in the Tumpang Sub-district. Purposive sampling was used to select 80 ECE teachers who participated in the training. Data were collected through pre-tests and post-tests. Data analysis involved descriptive statistics using SPSS 17.0, including the Kolmogorov-Smirnov test for normality, Cronbach's Alpha for reliability, and Independent t-tests to compare group means. Findings – This study found a significant improvement in the digital skills of ECE teachers in the Tumpang Sub-district after the AI-PEL training. Initially, the teachers struggled with technology integration, but after the training, their skills and understanding of digital tools improved. Evidence shows that 68 out of 80 participants successfully created teaching modules and picture stories using AI technologies such as Chat GPT, Gemini, DeepL, and Bing Image Creator within the specified deadline. Research implications/limitations – This finding highlights the importance of improving digital skills among teachers, as it enhances their teaching effectiveness and positively impacts students' learning experiences and outcomes. This fosters an engaging, interactive, and effective learning environment in the 21st century. Practical implications – This research emphasizes the importance of supporting strategies such as developing digital learning modules, continuous mentoring, and integrating technology into the ECE curriculum. Partnerships with stakeholders are also crucial to ensuring the sustainability and effectiveness of the AI-Powered Learning Modules (AI-PEL) Training Program. These measures are essential for improving teachers' digital skills and the overall quality of teacher education in the 21st century. Originality/value – This research highlights that early childhood teachers can develop more creative and effective teaching methods with good digital skills. Ultimately, this will improve the quality of early childhood education for the 21st century. Paper type Research paper

Readiness of Early Childhood Education (ECE) Teachers in West Java for 21st Century Learning: A Survey Study

Readiness of Early Childhood Education (ECE) Teachers in West Java for 21st Century Learning: A Survey Study

Where Does the First Year Students’ Level of English Language Skills Stand in CEFR A Study from Early Childhood Teacher Education Department

This study aims to reveal the proficiency level of English language skills among first-year students in the Early Childhood Education department at Universitas Negeri Medan. The skills assessed in this study include grammar, reading comprehension, writing proficiency, listening comprehension, and oral communication. This study employed a quantitative research methodology, focusing on first-year students who are enrolled in English language courses. Throughout the research process, the researchers refrained from administering any interventions to the samples. The acquired data from the samples undergoes analysis using descriptive statistics. The analysis indicates that 70% of the students demonstrated proficiency at the A2 level, which corresponds to basic English usage according to the Common European Framework of Reference (CEFR). This level corresponds to the English language proficiency of elementary kids. Based on this study, it is necessary to enhance the English language curriculum utilized in the Department of Early Childhood Education to align with the students' English language competence level.

School Community Disaster Resilience: Promoting Geological Disaster Preparedness among Early Childhood Education Teachers

School Community Disaster Resilience: Promoting Geological Disaster Preparedness among Early Childhood Education Teachers

Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education

AbstractThe aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research results, knowledge of theories and research in the field of education also contributes to a professional’s self-efficacy. In this study, 202 Finnish ECE teachers evaluated their self-efficacy and its sources (mastery experiences, vicarious experiences, social persuasion, and physiological arousal) as well as their pedagogical planning, implementation, and leadership. A path analysis was conducted to estimate the sources of self-efficacy and active and reactive use of educational research as predictors of teacher self-efficacy, and further, of self-efficacy as a predictor of teachers’ pedagogical planning, implementation, and leadership. The findings showed that mastery experiences, social persuasion, and physiological arousal were positively related to self-efficacy in pedagogical approaches, group management, and child engagement. Intentional use of educational theory and research was positively related to self-efficacy in pedagogical approaches. Furthermore, the quality of pedagogical planning, implementation, and leadership were predicted by high self-efficacy in pedagogical approaches, but implementation also by social persuasion and active use of theory and research.

‘Free play is important for children's motor development, but how we can supervise it?’ A Phenomenological Study At Early childhood Education

This study aims to determine the perception and implementation of the relationship between outdoor free-play activities to support students' motor development and teacher involvement during early childhood play. A phenomenological study with the participation of 12 early childhood education teachers who have different backgrounds in the history of teaching experience, age, and gender. The data were obtained through the results of structured interviews conducted for five consecutive days with each teacher. All data was processed using NVivo 11 for Windows which provides a structure for conducting qualitative investigations to uncover this phenomenon. A total of three themes were produced, namely (i) Perception of the importance of free-play for motor development; (ii) Involvement of teachers during free-play activities; and (iii) Time to do free-play activities. However, these findings reveal that not all teachers accompany and supervise every activity carried out by children in outdoor play and do not know how the overall picture of motor development is and the availability of fields and playgrounds is limited. Implications for education policymakers, teachers and families about outdoor free-play. Policy support, policymakers in Indonesia, especially the Ministry of Early Childhood Education to create a conducive environment for outdoor activities, especially when planning school standards and program competencies to support holistic early childhood development. Keyword : Free-play outdoor activities, Motor development, early childhood education, Phenomenological Study.

Enhancing visual and plastic education training: a blended learning and flipped classroom approach

This article explores whether the implementation of the B-Learning (BL) and Flipped Classroom (FC) methodologies, using the ICT tool Edpuzzle, in the mandatory subject of Didactics of Plastic Expression in the Early Childhood Education teacher training programme leads to improvements in their education as future teachers. To address this investigation, two different pedagogical interventions were proposed: Unit 1 (U1), implementing BL, and Unit 2 (U2) through traditional lectures. For the analysis, a qualitative methodology using the focus group technique was employed. The results revealed high satisfaction among students regarding U1, implying that the use of ICT through the implementation of BL and FC methodologies has created a more dynamic and enriching educational environment, thereby enhancing their learning.

“Let’s just be human:” kindergarten teachers leveraging collegial supports during the first covid-19 school year

ABSTRACT Although efforts have been made to improve teacher professional development and ongoing supports, limited research has examined how early childhood education (ECE) teachers support each other informally. The present study describes how one type of informal support, collegial support (e.g. instrumental and expressive), enabled ECE teachers to cope with the first full school year during the COVID-19 pandemic. Through qualitative interviews, 14 kindergarten teachers shared the various ways they received and perceived collegial supports, and the system-level resources that enabled them to leverage their colleague’s expertise and assistance. ECE teachers expressed how they cared for their own well-being and shared the desire to continue doing so in the future. Implications for low-cost and nimble teacher supports and professional development are discussed.

Innovation in Higher Education: A Study of an Interdisciplinary Experience of Challenge-Based Learning (CBL) in Early Childhood Education Teacher Training

Innovation in Higher Education: A Study of an Interdisciplinary Experience of Challenge-Based Learning (CBL) in Early Childhood Education Teacher Training

Development of FLOC (Flipbook Competence) as a Means of Teaching Mathematical Counting for Early Childhood Education Teacher Prospective Students

Development of FLOC (Flipbook Competence) as a Means of Teaching Mathematical Counting for Early Childhood Education Teacher Prospective Students

Promoting Media Literacy Among Early Childhood Education: A Case Study In Deli Serdang Regency, Indonesia

Objective: This study investigates the media literacy competencies of early childhood education teachers in Deli Serdang Regency, Indonesia focusing on their understanding of media literacy concepts, integration into the curriculum, and implementation in schools, as well as the availability of relevant teacher development programs. Method: Utilizing a qualitative descriptive methodology, the research gathered data through interviews and observations conducted over a three-month period. Results and Discussion: Findings indicate that while teachers are adept at employing digital technologies within the framework of the TIAR Model, they exhibit a significant lack of deep conceptual understanding of media literacy. This deficiency is primarily attributed to the limited professional development opportunities specifically tailored to media literacy education. The results underscore the necessity for designing and implementing specialized training and support programs that enhance the media literacy competencies of early childhood educators. Research Implications: Policymakers should consider establishing guidelines and standards for media literacy education in early childhood settings. These policies could mandate regular professional development in media literacy for educators and allocate resources for such initiatives. Originality/Value: The study identifies a significant gap between the use of digital technologies and the conceptual understanding of media literacy among teachers. This finding is crucial for developing targeted interventions and underscores the need for a balanced approach to technology integration and conceptual education.

The Role of Work-Life Balance and Job Satisfaction On The Organizational Commitment of Working Mothers as Early Childhood Education (ECCE) Teachers

This study aims to determine how much influence work-life balance and job satisfaction have on organizational commitment to working mothers as Early Childhood Education (ECCE) teachers. The research approach used quantitative descriptive, data collected from questionnaires with the data analysis method Structural Equations Modeling Partial Least Square (SEM-PLS). The results show that work-life balance has a significant effect on organizational commitment with a value of 2,734 > 1.96 or P values of 0.006 < 0.05, then H1 is accepted, namely work-life balance affects organizational commitment. Furthermore, job satisfaction affects organizational commitment with a value of 2,251 > 1.96 or P values of 0.024 < 0.05, then H2 is accepted, namely Job Satisfaction affects organizational commitment.

Enhancing Argumentation and Decision-Making of Preservice Early Childhood Education Teachers Through Role-Playing on Animal Experimentation

AbstractThis study explores the socio-scientific issue of the relevance of animal experimentation using a role-playing game to develop argumentation and decision-making skills as key components of critical thinking. The activity was conducted with two cohorts, each consisting of 30 pre-service early childhood education teachers at the University of Málaga (Málaga, Spain). The study analyzes the arguments provided by the participants to justify their decisions and perceptions on the issue before and after engaging in the role-playing. The findings reveal a progression of participants from the initial rejection of animal experimentation to recognizing its imperative role in shaping scientific knowledge. Additionally, an enhancement in the understanding of rational aspects of the issue is detected, as observed through the evolution of the types of arguments employed in justifications before and after the intervention. Furthermore, emotionally charged arguments related to ethical and moral aspects of the issue are also observed.

Beyond omission: analysing the erasure of disability and inclusion in the developmentally appropriate practices

ABSTRACT The 4th edition of the National Association for the Education of Young Children’s (NAEYC) guidelines for developmentally appropriate practice (DAP) had an opportunity to provide the field an inclusive blueprint. While there was an attempt in this edition to respond to decades of critiques (e.g. Bloch [1992]. “Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research.” In Reconceptualizing the Early Childhood Curriculum: Beginning the Dialogue, edited by S. Kessler, and E. B. Swadener, 3–20. New York, NY: Teachers College Press.; Cannella [1997]. Deconstructing Early Childhood Education: Social Justice and Revolution. New York, NY: Peter Lang.; Escayg [2019]. “Who’s got the Power?”: A Critical Examination of the Anti-Bias Curriculum.” International Journal of Child Care and Education Policy 13 (1): 1–18. https://doi.org/10.1186/s40723-019-0062-9.; Langford [2010]. “Critiquing Child-Centered Pedagogy to Bring Children and Early Childhood Educators Into the Center of a Democratic Pedagogy.” Contemporary Issues in Early Childhood 11 (1): 113–127. https://doi.org/10.2304/ciec.2010.11.1.113.; Pérez and Saavedra [2017]. “A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s.” Review of Research in Education 41 (1): 1–29. https://doi.org/10.3102/0091732X16688621.; Souto-Manning and Rabadi-Raol [2018]. “(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children.” Review of Research in Education 42 (1): 203–225. https://doi.org/10.3102/0091732X187595.), the new edition continues to centre dominant developmental approaches where adults hyperfocus on children’s differences or individual characteristics rather than on changing educational structures and practices that promote inequity (Ferri and Bacon [2011]. “Beyond Inclusion: Disability Studies in Early Childhood Teacher Education.”). The revised guidelines do not go far enough to address inequity and to give teachers and programmes tools for addressing injustice for all young children. This manuscript builds on previous critiques of DAP by explicitly addressing the exclusion of disabled children from the guidelines.